Journal article
On the Edge of Becoming: Negotiating Beginning Drama Teacher Identities Through Motivations, Memories, and Concerns
NJ : Drama Australia journal, Vol.48(1), 146511
2025
Abstract
This study examines how pre-service drama teachers' professional identities are shaped by their motivations for entering the profession, memories of their own school drama experiences, and concerns about teaching. Using a phenomenological qualitative approach, semi-structured focus group interviews with 22 pre-service drama teachers were conducted, thematically analysed and presented as narrative vignettes. The findings reveal identity formation as a negotiated process where participants drew motivation from drama's perceived transformative potential, recalled teachers who inspired or disappointed them, and voiced doubts about their preparedness and the marginalised status of drama in schools. While many described drama and drama teaching as fostering belonging, confidence, and self-expression, they also acknowledged constraints that challenged their optimism. These narratives show that becoming a drama teacher involves balancing passion with uncertainty and transformation with marginalisation. The study contributes to drama teacher education by demonstrating how lived experiences function as critical resources for reflective practice, resilience, and program design, supporting the preparation of teachers who can sustain drama's value in contested educational contexts.
Details
- Title
- On the Edge of Becoming: Negotiating Beginning Drama Teacher Identities Through Motivations, Memories, and Concerns
- Authors/Creators
- Christina Gray - Edith Cowan UniversityRobin Pascoe - Murdoch University, School of Education
- Publication Details
- NJ : Drama Australia journal, Vol.48(1), 146511
- Publisher
- DRAMA AUSTRALIA
- Number of pages
- 22
- Identifiers
- 991005904177607891
- Murdoch Affiliation
- College of Health and Education; School of Education
- Language
- English
- Resource Type
- Journal article
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